ENHANCING TEACHERS' READINESS TO SUPPORT LEARNERS WITH SPECIFIC LEARNING DISABILITIES IN RURAL MAINSTREAM SCHOOLS

Sewela Ruth Madiba and Moyagabo Kate Malahlela
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Sewela Ruth Madiba: Department of Inclusive education, University of South Africa, South Africa
Moyagabo Kate Malahlela: Department of Inclusive education, University of South Africa, South Africa

Social Sciences and Education Research Review, 2024, vol. 11, issue 1, 351-358

Abstract: Inclusive education is a global strategy that supports the inclusion of learners with disabilities in mainstream schooling to optimize their access to equal and equitable education by compensating for their deficiencies or limitations. Stakeholders in the education sector must acquire skills to manage and implement inclusive-education policies to be able to support learners with specific learning disabilities (SLDs) in mainstream classrooms. A transcendental qualitative research design was adopted to investigate teachers' readiness to support learners with specific learning disabilities in rural mainstream schools. A transcendental qualitative research design was adopted to investigate teachers' readiness to support learners with specific learning disabilities in rural mainstream schools. The study recommends rigorous teacher training, quality support, and the assistance of specialist personnel in inclusive education.

Keywords: Inclusive education; Inclusive teaching strategies; Learning disabilities; Mainstream schools; Support (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:1:p:351-358

DOI: 10.5281/zenodo.15258209

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